Academic keywords (command words)

Critical Analysis

Examine the topic or argument in terms of its strengths and weaknesses.

Analyse

Break an issue into its constituent parts. Look in depth at each part using supporting arguments and
evidence for and against as well as how these interrelate to one another.

Analyze the effects of acid rain on a freshwater lake.

Account for

To give reasons, explain why something has happened.

Give an account of

Means give a detailed description of something. Not to be confused with ‘account for’ which asks
you not only what, but why something happened.

Contrast

Similar to compare but concentrate on the dissimilarities between two or more phenomena, or
what sets them apart. Point out any differences which are particularly significant.

Criticise

To make your judgement about the views expressed and support your judgement with evidence.

Criticise

Express your judgements regarding the correctness or merit of the factors being considered.
Discuss both strong and weak points and give the results of your own analysis. Student insights are
expected and arguments must be justified.define

Critically evaluate

Give your verdict as to what extent a statement or findings within a piece of research are true, or to
what extent you agree with them. Provide evidence taken from a wide range of sources which both
agree with and contradict an argument. Come to a final conclusion, basing your decision on what
you judge to be the most important factors and justify how you have made your choice.

Evaluate

Assess the worth, importance or usefulness of something, using evidence. There will probably
be cases to be made both for and against.

Balance

Look at two or more viewpoints or pieces of information; give each equal attention; look at good
and bad points; take into account many aspects and give an appropriate weighting to those aspects.

Be critical

Identify what is good and bad about the information and why; probe, question, identify
inaccuracies or shortcomings in the information; estimate the value of the material.

Annotate

Add labels, brief comments or notes to a diagram, photograph or map to aid description or
explanation. Often used on landform formation questions, e.g. ‘use only an annotated diagram or
diagrams.’

Assess

Weigh up to what extent something is true. Persuade the reader of your argument by citing relevant
research but also remember to point out any flaws and counter-arguments as well. Conclude by
stating clearly how far you are in agreement with the original proposition.

Argue

Provide reasons for and/or against something, in an appropriate order, citing evidence, which may
be other people’s research, or other kinds of facts/information

Apply

Put into effect in a recognised way

By how much? (Did X increase)

Give the required figure/amount usually by reading data from a graph/table/figure

Clarify

Literally make something clearer and, where appropriate, simplify it. This could involve,
for example, explaining in simpler terms a complex process or theory, or the relationship between
two variables.

Calculate

Work out a numerical answer / work out the value of something

Complete (graph/sentence/table/Factfile/isoline…)

To fill in gaps or details in a diagram, table or cloze exercise to show understanding. Finish a task
by adding to given information.

Comment upon

Pick out the main points on a subject and give your opinion, reinforcing your point of view using
logic and reference to relevant evidence, including any wider reading you have done.

Compare

Identify the similarities and differences between two or more phenomena. Say if any of the shared
similarities or differences are more important than others. ‘Compare’ and ‘contrast’ will often
feature together in an essay question.

Consider

Say what you think and have observed about something. Back up your comments using
appropriate evidence from external sources, or your own experience. Include any views which are
contrary to your own and how they relate to what you originally thought.

Comment on

To discuss, explain, and give your opinion on the ideas expressed.

Comment

Make critical observations, even if they are fairly open-ended. Your texts, learning guide, lecture
and discussion notes should provide sufficient guidelines and your own commonsense should
prevail.

Conclude/draw conclusions

The end point of your critical thinking; what the results of an investigation indicate; arrive at a
judgement by reasoning.

Deduce

Conclude; infer.
Demonstrate

Show how, with examples to illustrate.

Distinguish

Bring out the differences between two (possibly confusable) items.

Describe

Provide a detailed explanation as to how and why something happens.

Discuss

Essentially this is a written debate where you are using your skill at reasoning, backed up by
carefully selected evidence to make a case for and against an argument, or point out the advantages
and disadvantages of a given context. Remember to arrive at a conclusion.

Define

To give in precise terms the meaning of something. Bring to attention any problems posed with the
definition and different interpretations that may exist.

Diagram

Present a drawing, chart, plan or graphic representation in your answer. Generally, you are also
expected to label the diagram and a brief explanation or description may be required.

Determine

Find out something; calculate.

Develop an opinion/ a view

Decide what you think (based on an argument or evidence).

Develop

Take forward or build upon given information

Infer

Conclude something from facts or reasoning.

Interpret

Demonstrate your understanding of an issue or topic. This can be the use of particular terminology
by an author, or what the findings from a piece of research suggest to you. In the latter instance,
comment on any significant patterns and causal relationships.

Integrate

To draw together in a logical related way two or more subjects not previously related.

Illustrate

A similar instruction to ‘explain’ whereby you are asked to show the workings of something,
making use of definite examples and statistics if appropriate to add weight to your explanation.

Illustrate

– Give concrete examples. Explain with word pictures. 2. Make something clear and explicit,
giving examples or evidence.

Illustrate how the U. S. aided Japan’s becoming a world power after World War II.

Elaborate

To give in more detail, provide more information on.

Evaluate

See the explanation for ‘critically evaluate’.

Elucidate

Explain and make clear.

Explain

Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the
use of this term in a particular context. Your writing should have clarity so that complex
procedures or sequences of events can be understood, defining key terms where appropriate, and
be substantiated with relevant research.

Estimate

Calculate; judge; predict. Give an approximate value / assign an approximate value

Examine

Look in close detail and establish the key facts and important issues surrounding a topic. This
should be a critical evaluation and you should try and offer reasons as to why the facts and issues
you have identified are the most important, as well as explain the different ways they could be
construed.
Examine

1.Look at carefully; consider.

2. Assess the value of something (e.g. a theory or a study) by looking into the evidence. Explain the
strengths and limitations of the study or theory. Evaluate one sociocultural explanation of
violence. Examine. Consider an argument or concept in a way that uncovers the assumptions and
interrelationships of the issue.

Evaluate/weigh up

Appraise the worth of something in the light of its truth or usefulness; assess and explain

Explore

Adopt a questioning approach and consider a variety of different viewpoints. Where possible
reconcile opposing views by presenting a final line of argument.

Give evidence

Provide evidence from your own work or that of others which could be checked by a third party to
prove/ justify what you say.

Give

An alternative to ‘Identify/Name/State’ usually requiring students to supply a basic

Generate

To propose new ideas or new interpretations of available subjects.

Hypothesise

To propose a supposition which can be used as a basis for testing conclusions.

Interpret

Comment upon, give examples, and describe relationships. Explain the meaning, and then
evaluate.

Interpret Marx’s statement that “religion is the opiate of the people.”

Identify

Determine what are the key points to be addressed and implications thereof.
Identify trends

Identify patterns/changes/ movements in certain directions (e.g. over time or across topics/
subjects).

Interpret

Give your own opinion of the significance of something (give reasons/evidence wherever
possible).

Show

Explain something giving evidence or examples to establish a strong case.

Synthesise

Bring elements together to make a complex whole, draw together or integrate issues (e.g. theories
or models can be created by synthesising a number of elements).

Justify

Make a case by providing a body of evidence to support your ideas and points of view. In order to
present a balanced argument, consider opinions which may run contrary to your own before stating
your conclusion.

Measure

Work out distance using given scale

Narrate

Concentrate on saying what happened, telling it as a story

Name

An alternative to ‘Give/Identify/State’ – answers are usually expected to give a specific example

Outline

Convey the main points placing emphasis on global structures and interrelationships rather than
minute detail.

: To show the truth of a statement by argument, experiment, or test.

Review

Look thoroughly into a subject. This should be a critical assessment and not merely descriptive.
Relate: To establish the connection between one thing and another.

Recommend

Give advice on the best option, based on an evaluation of their respective merits

Show how

Present, in a logical order, and with reference to relevant evidence the stages and combination of
factors that give rise to something.

Suggest (why/give reasons for)

Similar to ‘Explain’ but sometimes there are varying reasons why something happens and there is
not necessarily a right or wrong answer. More than one reason should be given (e.g. a farmer will
grow a crop for a number of reasons; these could be physical or human). Used in questions based
on application of Knowledge & Understanding in unfamiliar contexts – asking students to indicate
reasons for something based on data given but which they would not necessarily have studied.
Present a possible case.

State

To specify in clear terms the key aspects pertaining to a topic without being overly descriptive.
Refer to evidence and examples where appropriate.

Summarise

Give a condensed version drawing out the main facts and omit superfluous information. Brief or
general examples will normally suffice for this kind of answer.

To what extent

Evokes a similar response to questions containing 'How far...'. This type of question calls for a
thorough assessment of the evidence in presenting your argument. Explore alternative
explanations where they exist.

Summarise

Provide a brief statement or an account covering the main points; omit details.

Trace

Give the development, process or history of a thing, event or idea, especially by proceeding from
the latest to the earliest evidence.

Trace the rise of the Taliban to power.

Give an itemised series or tabulation; such answers should be concise.

Enumerate

Provide a list or outline form of reply. In such questions you should recount, one by one, but
concisely, the points required.discuss

Enumerate the steps to prepare for a test.

Reconcile

Show how apparently conflicting things can appear similar or compatible

Justify

Give good reasons for decisions or conclusions, perhaps by referring to other texts.